From the perspective of a provider that was created as a direct response to the decade-long shortage of teachers in languages, this ‘ask’ in the The Future of Initial Teacher Training NASBTT manifesto for change clearly links to Labour’s plan for schools (2024) “to enable school staff to help our children to succeed”.
“Schools are the focal socialising agent; they act as a bridge between the family and wider society, teaching pupils how to navigate society” (Davis, K and Moore, W., 1945). But educators in schools can only fulfil this role if society gives them the professional trust and support to do a good job, just like one would put their trust into the surgeon who is going to perform the lifesaving operation.
Yes, educators in schools need good training and must engage with their own professional development throughout their career, they need to have integrity and have the children and young people’s best interest at heart. However, there are much more important prerequisites to enable schools to be that bridge. When working with children and young people, educators need the trust and support from society at every level. This will empower them to be effective day in day out, ensure they have the energy and mental strength to take the right decisions to support children at crucial points in their academic but most importantly personal development, and feel valued and fulfilled in their job.
Government must have faith in their education workforce, listen to the views of those on the “shop floor”, and allow them to have a direct influence on policy decisions. When we talk about the golden threads in career development there should be a thread for the experienced classroom practitioner into the roundtables at DfE without the need to have gone via senior management positions.
Leaders in schools must have faith in their workforce, but most importantly they must value them just like a surgeon would value all the colleagues in their theatre. Yes, clear instructions, good training and accountability are essential but there is more to managing a team. Training the leaders to really understand every aspect of their school community, the challenges of every subject, and respect the differences is the key to making education truly impactful.
Parents and carers must have faith in the education sector and yes, they should have the right to question and challenge of course, but they must also become partners of educators, rather than customers in a shop. If children from a young age perceive the trust their parents and carers have for school, feel that education is valued and an excitement about learning is shared at home just as much as in school they will learn to value education, respect teachers and take responsibility for their own learning.
Most importantly, the public has to value education just as much as healthcare. And maybe even more so as one would not exist without the other. Education determines the future of our society and not just with regards to academic excellence but most importantly communication, integration, social cohesion and much more.
So, the question is: How? The government’s focus has to turn to educating society through the media, social networks and everyday life underpinned by long term, evidence-based planning and policy that is informed by those in the everyday classroom who support children and young people to achieve their potential.
Furthermore, schools need to be able to take decisions not based on league tables, budget constraints or latest trends. When decisions are based on the needs of the community, on the commitment to a broad and balanced education for all children and young people, on a clear insight into the day-to-day challenges of every subject and the welfare of everyone, this will be reflected in the engagement of every stakeholder in the community.
Schools will be able to attract more teachers into the profession, keep them, and ensure they enjoy a long and fulfilling career if teachers are understood and portrayed as the caring, talented and committed professionals they are. When leaders and the community enable all teachers to teach the subject(s) they love, give them time to develop and grow, and support them by also placing high expectations on children and young people, they will be able to do the job they are trained for and are passionate about. And with that their parents and guardians must take responsibility to provide the foundations for effective learning and good progress outside of school.
Last but by no means least, or even most importantly, it is high time for DfE research to take a closer look at the impact of ever-increasing class sizes, the challenges of the diversity of today’s classroom, reductions in non-contact time and constant changes in exam specifications and policy are having on the life of the classroom teacher. Maybe real changes here could affect the public perception of what a teacher’s life is like in a very positive way. We know in the first instance it is not all about the pay – most of our trainees are entering the profession because they are passionate about their subject and educating children and young people, and because they want to make a difference.
Katrin Sredzki-Seamer is Director of National Specialist SCITTs: the National Modern Languages SCITT, and the National Mathematics and Physics SCITT (from August 2025).